Loading...
Week 10 - Day 46 : Completing the squares
Quiz by Jae
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
1. My sister ___________ a new job last week. a. start b. started c. starts d. starting 2. We usually ________ to the beach every summer. a. go b. goes c. went d. going 3. By this time next year, I ________ my degree. a. will finish b. finishes c. finish d. finishing 4. Look! The children ___________ a movie in the living room. a. watching b. watches c. watch d. watched 5. They ________ their homework at the moment. a. doing b. do c. does d. are doing 6. Yesterday, I ________ my keys at home. a. leave b. leaves c. left d. leaving 7. By this time next week, they ________ on vacation. a. will be b. is c. are d. was 8. She ________ to the gym every day. a. goes b. go c. going d. went 9. We ___________ our friends when the phone rang. a. visit b. visits c. visited d. visiting 10. At this time yesterday, they __________ dinner. a. have b. has c. had d. having 11. Sarah ________ her homework right now. a. do b. does c. doing d. did 12. He ________ a lot of books last month. a. read b. reads c. reading d. will read 13. By the time we arrive, they ________. a. leaves b. leave c. will leave d. left 14. My grandparents ___________ married for 50 years. a. is b. was c. are d. were 15. Next weekend, we ________ to the mountains. a. go b. goes c. going d. will go 16. It's raining, so we ________ an umbrella. a. need b. needs c. needing d. needed 17. Yesterday, I ________ my lunch at the new restaurant. a. have b. has c. had d. having 18. They ________ to the party if they are invited. a. go b. goes c. going d. will go 19. While I ________ TV, my sister was studying. a. watch b. watching c. watched d. watches 20. By this time tomorrow, I ________ my presentation. a. finish b. finishes c. finished d. will finishChoose the correct answer: 1. I __________ (play) soccer every Saturday. - a) play - b) plays - c) played - d) playing 2. Last week, she __________ (go) to the museum. - a) goes - b) went - c) gone - d) going 3. They __________ (not/like) chocolate cake. - a) do not like - b) did not liked - c) do not liked - d) didnât like 4. He __________ (visit) his grandparents every summer. - a) visited - b) visits - c) visiting - d) visit 5. We __________ (not/see) the movie last night. - a) do not see - b) did not see - c) does not see - d) not saw 6. The sun __________ (rise) in the east. - a) risen - b) rise - c) rises - d) rising 7. She __________ (not/go) to the party last Friday. - a) didnât go - b) not went - c) does not go - d) didnât gone 8. My brother __________ (study) English at school. - a) studying - b) studies - c) studied - d) study 9. They __________ (have) a picnic last Sunday. - a) have - b) has - c) had - d) having 10. I __________ (do) my homework every day. - a) does - b) done - c) do - d) didClassroom Expectations and Policies Assessment 1. What should students bring to class every day? a. Only a positive attitude b. Charged Chromebook, writing utensil, and positive attitude c. Just their books d. Snacks and drinks 2. What is the consequence for bullying in the classroom? a. A warning b. A violation card c. Extra homework d. A meeting with the principal 3. If a student breaks a personal item, what must they do? a. Ignore it b. Apologize c. Buy a new one for the teacher d. Ask for forgiveness 4. How should students handle using the futon during class? a. Sit on it every day b. Use it without asking c. Ask first and only use it during work time d. Sit on it during lectures 5. Where will all assignments be posted? a. On the classroom wall b. On Canvas c. Only verbally d. In a textbook 6. What happens if an assignment is submitted late? a. It will be graded normally b. It will not be accepted c. It will drop a letter grade each day it is late d. It will be given extra credit 7. After how many days of lateness will a student receive only half credit for an assignment? a. 1 day b. 2 days c. 3 days d. 4 days 8. What is the policy for retaking tests? a. No retakes allowed b. Students must schedule the retake themselves c. Retakes are given automatically d. Only the teacher can decide on retakes 9. What constitutes cheating in this classroom? a. Asking for help b. Claiming credit for someone else's work c. Working with a partner d. Participating in study groups 10. What is the penalty for cheating? a. A warning b. A failing grade on the assignment and notification of parents c. Extra assignments d. A detention 11. How will grades be determined? a. By participation only b. By points, with tests and quizzes weighted more than classwork c. By effort d. By attendance 12. Where can students use their cell phones? a. In class anytime b. In the commons and hallways during passing time and lunch c. In the restroom d. In the cafeteria only 13. What happens if a student uses their phone during class? a. They will receive a warning b. The phone will be confiscated immediately c. They can keep it if they ask d. They will lose points on their grade 14. What should a student do if they know they will be absent? a. Ignore it and hope for the best b. Come to the teacher at least three days before c. Ask a friend for notes d. Just show up later 15. If a student is sick and cannot do work, what should they focus on? a. Completing all missed assignments b. Getting better c. Emailing the teacher every hour d. Asking for extra credit 16. What is the policy on bringing food or drinks to class? a. It's not allowed at all b. Itâs allowed as long as itâs not a distraction c. Only water is allowed d. Students must share their food 17. How should students contact the teacher with questions? a. Only during class time b. Through social media c. By email or in person d. By sending a friend 18. What happens if a student emails after 9 PM? a. The teacher will respond immediately b. The teacher will respond the next day at 7:45 AM c. The email will be ignored d. The teacher will call the student 19. How do violations accumulate for cell phone use? a. They reset every trimester b. They accumulate throughout the school year c. They reset every week d. They do not count 20. What should students do if they have concerns while the teacher is on maternity leave? a. Contact the principal b. Contact the substitute teacher for assistance c. Wait until the teacher returns d. Handle it on their own Answer Key (Always review AI generated answers for accuracy - Math is more likely to be inaccurate) b. Charged Chromebook, writing utensil, and positive attitude b. A violation card c. Buy a new one for the teacher c. Ask first and only use it during work time b. On Canvas c. It will drop a letter grade each day it is late c. 3 days b. Students must schedule the retake themselves b. Claiming credit for someone else's work b. A failing grade on the assignment and notification of parents b. By points, with tests and quizzes weighted more than classwork b. In the commons and hallways during passing time and lunch b. The phone will be confiscated immediately b. Come to the teacher at least three days before b. Getting better b. Itâs allowed as long as itâs not a distraction c. By email or in person b. The teacher will respond the next day at 7:45 AM b. They accumulate throughout the school year b. Contact the substitute teacher for assistance 1. What is the primary goal of the board regarding compensation for professional employees? A) To minimize costs B) To attract and retain committed personnel C) To follow state regulations only D) To offer the highest salaries in the district 2. How is the compensation of certificated personnel determined? A) Based solely on local market rates B) Based on the state salary schedule with local supplements C) Based on the number of students taught D) At the discretion of the principal 3. When must teachers receive written notification of their employment status for the following school year? A) After the school year ends B) On the last day of school C) On or before the date the district extends offers of teaching employment D) At the start of the school year 4. Who has the authority to establish the compensation for support staff? A) The school board B) The superintendent C) The principal D) The teachersâ union 5. How often are employees paid? A) Weekly B) Monthly C) Semi-monthly D) Annually 6. What happens if a regular payday falls on a company-observed holiday? A) Employees are paid the following week B) Employees are paid on the last business day preceding that date C) Employees receive double pay D) Payments are canceled 7. Which of the following is NOT a mandatory deduction from an employeeâs compensation? A) Federal income taxes B) State income taxes C) Employee bonuses D) FICA taxes 8. How should an employee report an improper deduction from their pay? A) Ignore it B) Report it to human resources or their direct supervisor C) Discuss it with colleagues D) Write a letter to the school board 9. Which of the following statements is true regarding exempt employeesâ salaries? A) Their salary can be reduced for any reason. B) They receive full salary regardless of the number of hours worked in a week. C) Their pay is based on the number of days they work. D) They are paid hourly. 10. Under what condition can the district reduce an exempt employee's salary? A) If the employee takes vacation days B) If the employee is absent for personal reasons for one or more full days C) For minor conduct infractions D) If the employee decides to leave earlyGenerate all of these 25 questions Part A: Each correct answer is worth 5. 1. The regular pentagon shown has a side length of 2 cm. The perimeter of the pentagon is (A) 2 cm (B) 4 cm (C) 6 cm (D) 8 cm (E) 10 cm 2 cm 2. The faces of a cube are labelled with 1, 2, 3, 4, 5, and 6 dots. Three of the faces are shown. What is the total number of dots on the other three faces? (A) 6 (B) 8 (C) 10 (D) 12 (E) 15 3. The equation that best represents \a number increased by _ve equals 15" is (A) n ô 5 = 15 (B) n _ 5 = 15 (C) n + 5 = 15 (D) n + 15 = 5 (E) n _ 5 = 15 4. The line graph shows the number of bobbleheads sold at a store each year. The sale of bobbleheads increased the most between (A) 2016 and 2017 (B) 2017 and 2018 (C) 2018 and 2019 (D) 2019 and 2020 (E) 2020 and 2021 Number of 2016 2017 2018 2019 2020 Year Sale of Bobbleheads 2021 Bobbleheads 20 40 60 80 5. Starting at 72, Aryana counts down by 11s: 72; 61; 50; : : : . What is the last number greater than 0 that Aryana will count? (A) 4 (B) 5 (C) 6 (D) 7 (E) 8 6. In the diagram, \ABC = 90_. The value of x is (A) 68 (B) 23 (C) 56 (D) 28 (E) 26 Day of the Week 44° x° A B C x° 7. Which of the following values is closest to zero? (A) ô1 (B) 5 4 (C) 12 (D) ô4 5 (E) 0:9 Grade 8 8. A jar contains 267 quarters. One quarter is worth $0.25. How many quarters must be added to the jar so that the total value of the quarters is $100.00? (A) 33 (B) 53 (C) 103 (D) 133 (E) 153 9. A package of 8 greeting cards comes with 10 envelopes. Kirra has 7 cards but no envelopes. What is the smallest number of packages that Kirra needs to buy to have more envelopes than cards? (A) 3 (B) 4 (C) 5 (D) 6 (E) 7 10. For the points in the diagram, which statement is true? (A) e > c (B) b < d (C) f > b (D) a < e (E) a > c y x (e, f ) (a, b) (c, d ) Part B: Each correct answer is worth 6. 11. The 26 letters of the English alphabet are listed in an in_nite, repeating loop: ABCDEFGHIJKLMNOPQRSTUVWXY ZABC : : : What is the 258th letter in this sequence? (A) V (B) W (C) X (D) Y (E) Z 12. A public holiday is always celebrated on the third Wednesday of a certain month. In that month, the holiday cannot occur on which of the following days? (A) 16th (B) 22nd (C) 18th (D) 19th (E) 21st 13. A circular spinner is divided into three sections. An arrow is attached to the centre of the spinner. The arrow is spun once. The probability that the arrow stops on the largest section is 50%. The probability it stops on the next largest section is 1 in 3. The probability it stops on the smallest section is (A) 1 4 (B) 2 5 (C) 1 6 (D) 2 7 (E) 3 10 14. A positive number is divisible by both 3 and 4. The tens digit is greater than the ones digit. How many positive two-digit numbers have this property? (A) 4 (B) 5 (C) 6 (D) 7 (E) 8 15. A rectangular pool measures 20 m by 8 m. There is a 1 m wide walkway around the outside of the pool, as shown by the shaded region. The area of the walkway is (A) 56 m2 (B) 60 m2 (C) 29 m2 (D) 52 m2 (E) 50 m2 20 m 8 m 1 m Grade 8 16. The results of asking 50 students if they participate in music or sports are shown in the Venn diagram. What percentage of the 50 students do not participate in music and do not participate in sports? (A) 0% (B) 80% (C) 20% (D) 70% (E) 40% Music Sports 15 5 20 17. There are 2 3 as many golf balls in Bin F as in Bin G. If there are a total of 150 golf balls, how many fewer golf balls are in Bin F than in Bin G? (A) 15 (B) 30 (C) 50 (D) 60 (E) 90 18. In the sequence shown, Figure 1 is formed using 7 squares. Each _gure after Figure 1 has 5 more squares than the previous _gure. What _gure has 2022 squares? (A) Figure 400 (B) Figure 402 (C) Figure 404 (D) Figure 406 (E) Figure 408 Figure 1 Figure 2 Figure 3 19. Mateo's 300 km trip from Edmonton to Calgary passed through Red Deer. Mateo started in Edmonton at 7 a.m. and drove until stopping for a 40 minute break in Red Deer. Mateo arrived in Calgary at 11 a.m. Not including the break, what was his average speed for the trip? (A) 83 km/h (B) 94 km/h (C) 90 km/h (D) 95 km/h (E) 64 km/h 20. Equilateral triangle ABC has sides of length 4. The midpoint of BC is D, and the midpoint of AD is E. The value of EC2 is (A) 7 (B) 6 (C) 6:25 (D) 8 (E) 10 Part C: Each correct answer is worth 8. 21. The positive factors of 6 are 1, 2, 3, and 6. There are two perfect squares less than 100 that have exactly _ve positive factors. What is the sum of these two perfect squares? (A) 177 (B) 80 (C) 145 (D) 52 (E) 97 22. In the list p; q; r; s; t; u; v, each letter represents a positive integer. The sum of the values of each group of three consecutive letters in the list is 35. If q + u = 15, then p + q + r + s + t + u + v is (A) 85 (B) 70 (C) 80 (D) 90 (E) 75 Grade 8 23. The net shown is folded to form a cube. An ant walks from face to face on the cube, visiting each face exactly once. For example, ABCFED and ABCEFD are two possible orders of faces the ant visits. If the ant starts at A, how many possible orders are there? (A) 24 (B) 48 (C) 32 (D) 30 (E) 40 A D B C E F 24. The number 385 is an example of a three-digit number for which one of the digits is the sum of the other two digits. How many numbers between 100 and 999 have this property? (A) 144 (B) 126 (C) 108 (D) 234 (E) 64 25. Student A, Student B, and Student C have been hired to help scientists develop a new avour of juice. There are 4200 samples to test. Each sample either contains blueberry or does not. Each student is asked to taste each sample and report whether or not they think it contains blueberry. Student A reports correctly on exactly 90% of the samples containing blueberry and reports correctly on exactly 88% of the samples that do not contain blueberry. The results for all three students are shown below. Student A Student B Student C Percentage correct on samples 90% 98% (2m)% containing blueberry Percentage correct on samples 88% 86% (4m)% not containing blueberry Student B reports 315 more samples as containing blueberry than Student A. For some positive integers m, the total number of samples that the three students report as containing blueberry is equal to a multiple of 5 between 8000 and 9000. The sum of all such values of m is (A) 45 (B) 36 (C) 24 (D) 27 (E) 291. How many pillars of Islam are there in total? A) Three B) Five (Correct) C) Six D) Seven Hint: Think about the famous Hadith of Gabriel where he asks about the basic practices of Islam. 2. What is the first pillar of Islam? A) Salah (Prayer) B) Zakat (Charity) C) Shahadah (Declaration of faith) (Correct) D) Sawm (Fasting) Hint: It is the declaration that there is no god but Allah and Muhammad is His messenger. 3. How many times a day must a Muslim perform Salah (prayer)? A) Three times B) Five times (Correct) C) Four times D) Six times Hint: Count Fajr, Dhuhr, Asr, Maghrib, and Isha. 4. What does the word 'Zakat' mean in terms of practice? A) Fasting all day B) Giving charity to the poor (Correct) C) Traveling to Makkah D) Reading the Quran Hint: It involves sharing a small part of your saved wealth to purify the rest of it. 5. During which Islamic month do Muslims fast (Sawm)? A) Muharram B) Ramadan (Correct) C) Shawwal D) Dhul-Hijjah Hint: It is the month in which the Quran was first revealed. 6. Where must a Muslim go to perform Hajj? A) Madinah B) Jerusalem C) Makkah (Correct) D) Cairo Hint: This city contains the Kaaba, the direction Muslims face during prayer. 7. Which pillar of Islam directly trains a Muslim in patience and feeling the hunger of the poor? A) Shahadah B) Sawm (Fasting) (Correct) C) Salah D) Hajj Hint: It is done during the daylight hours of Ramadan. Part 2: Pillars of Iman (ۣ۱ÙŰ§Ù Ű§ÙŰ„ÙÙ
ۧÙ) 8. How many pillars of Iman (faith) are there? A) Five B) Six (Correct) C) Four D) Eight Hint: It is one more than the number of pillars of Islam. 9. What is the first and most important pillar of Iman? A) Belief in Angels B) Belief in Allah (Correct) C) Belief in the Books D) Belief in the Last Day Hint: This is the belief in Monotheism (Tawhid). 10. Muslims believe that angels are created from what? A) Fire B) Clay C) Light (Correct) D) Water Hint: Think of a bright source that illuminates the dark, which matches their pure and luminous nature. 11. Which angel was responsible for bringing the revelation (Quran) to the Prophet Muhammad? A) Angel Mikaeel (Michael) B) Angel Jibreel (Gabriel) (Correct) C) Angel Israfeel D) Angel Malak al-Mawt Hint: He is the leader of all angels and visited the Prophet in the cave of Hira. 12. Belief in the Holy Books is a pillar of Iman. Which book was given to Prophet Isa (Jesus)? A) The Torah B) The Zabur C) The Injeel (Correct) D) The Quran Hint: The English translation often links this word closely to the 'Gospel'. 13. Who is the final Prophet and Messenger sent by Allah to mankind? A) Prophet Ibrahim (Abraham) B) Prophet Musa (Moses) C) Prophet Muhammad (Correct) D) Prophet Nuh (Noah) Hint: He was born in Makkah and received the Quran. 14. What does 'Belief in the Last Day' mean? A) Belief in the last day of Ramadan B) Belief in the Day of Judgment (Correct) C) Belief in the weekend D) Belief that the sun will never set Hint: It is the day when people will be rewarded with Paradise or punished based on their deeds. 15. What is the sixth pillar of Iman? A) Belief in Qadar (Divine Decree/Fate) (Correct) B) Belief in Hellfire C) Belief in the Companions D) Belief in Charity Hint: It relates to destiny and accepting whatever Allah has written for us. 16. What is the Arabic word for the 'Divine Decree' or destiny in the pillars of Iman? A) Zakat B) Qadar (Correct) C) Injeel D) Tawhid Hint: It sounds like 'Al-Qadr', as in the night of decree (Laylat al-Qadr). 17. Belief in Prophets includes believing in messengers mentioned in other scriptures. Who did Allah speak to directly? A) Prophet Musa (Moses) (Correct) B) Prophet Nuh (Noah) C) Prophet Yusuf (Joseph) D) Prophet Yunus (Jonah) Hint: He is the prophet associated with Mount Sinai and parting the sea. Part 3: Ihsan (ۧÙŰ„Ű۳ۧÙ) 18. What is the meaning of 'Ihsan' according to the famous Hadith? A) To give all your money away B) To worship Allah as if you see Him (Correct) C) To memorize the whole Quran D) To fast twice a week Hint: It is the highest level of religion, focusing on absolute perfection and sincerity in worship. 19. If you cannot see Allah during worship, what must you always remember according to Ihsan? A) That other people are watching you B) That Allah sees you (Correct) C) That you should finish quickly D) That the angels will pray for you Hint: Allah is All-Seeing (Al-Baseer) and All-Knowing (Al-Aleem). 20. Which of the following represents the correct order of levels in religion from lowest to highest? A) Ihsan, then Iman, then Islam B) Islam, then Iman, then Ihsan (Correct) C) Iman, then Islam, then Ihsan D) Islam, then Ihsan, then Iman Hint: Every Muhsin (person of Ihsan) is a Mu'min (person of Iman) and a Muslim, but not vice versa.Translator: Joseph Geni Reviewer: Morton Bast Before March, 2011, I was a photographic retoucher based in New York City. We're pale, gray creatures. We hide in dark, windowless rooms, and generally avoid sunlight. We make skinny models skinnier, perfect skin more perfect, and the impossible possible, and we get criticized in the press all the time, but some of us are actually talented artists with years of experience and a real appreciation for images and photography. On March 11, 2011, I watched from home, as the rest of the world did, as the tragic events unfolded in Japan. Soon after, an organization I volunteer with, All Hands Volunteers, were on the ground, within days, working as part of the response efforts. I, along with hundreds of other volunteers, knew we couldn't just sit at home, so I decided to join them for three weeks. On May the 13th, I made my way to the town of Ćfunato. It's a small fishing town in Iwate Prefecture, about 50,000 people, one of the first that was hit by the wave. The waters here have been recorded at reaching over 24 meters in height, and traveled over two miles inland. As you can imagine, the town had been devastated. We pulled debris from canals and ditches. We cleaned schools. We de-mudded and gutted homes ready for renovation and rehabilitation. We cleared tons and tons of stinking, rotting fish carcasses from the local fish processing plant. We got dirty, and we loved it. For weeks, all the volunteers and locals alike had been finding similar things. They'd been finding photos and photo albums and cameras and SD cards. And everyone was doing the same. They were collecting them up, and handing them in to various places around the different towns for safekeeping. Now, it wasn't until this point that I realized that these photos were such a huge part of the personal loss these people had felt. As they had run from the wave, and for their lives, absolutely everything they had, everything had to be left behind. At the end of my first week there, I found myself helping out in an evacuation center in the town. I was helping clean the onsen, the communal onsen, the huge giant bathtubs. This happened to also be a place in the town where the evacuation center was collecting the photos. This is where people were handing them in, and I was honored that day that they actually trusted me to help them start hand-cleaning them. Now, it was emotional and it was inspiring, and I've always heard about thinking outside the box, but it wasn't until I had actually gotten outside of my box that something happened. As I looked through the photos, there were some were over a hundred years old, some still in the envelope from the processing lab, I couldn't help but think as a retoucher that I could fix that tear and mend that scratch, and I knew hundreds of people who could do the same. So that evening, I just reached out on Facebook and asked a few of them, and by morning the response had been so overwhelming and so positive, I knew we had to give it a go. So we started retouching photos. This was the very first. Not terribly damaged, but where the water had caused that discoloration on the girl's face had to be repaired with such accuracy and delicacy. Otherwise, that little girl isn't going to look like that little girl anymore, and surely that's as tragic as having the photo damaged. (Applause) Over time, more photos came in, thankfully, and more retouchers were needed, and so I reached out again on Facebook and LinkedIn, and within five days, 80 people wanted to help from 12 different countries. Within two weeks, I had 150 people wanting to join in. Within Japan, by July, we'd branched out to the neighboring town of Rikuzentakata, further north to a town called Yamada. Once a week, we would set up our scanning equipment in the temporary photo libraries that had been set up, where people were reclaiming their photos. The older ladies sometimes hadn't seen a scanner before, but within 10 minutes of them finding their lost photo, they could give it to us, have it scanned, uploaded to a cloud server, it would be downloaded by a gaijin, a stranger, somewhere on the other side of the globe, and it'd start being fixed. The time it took, however, to get it back is a completely different story, and it depended obviously on the damage involved. It could take an hour. It could take weeks. It could take months. The kimono in this shot pretty much had to be hand-drawn, or pieced together, picking out the remaining parts of color and detail that the water hadn't damaged. It was very time-consuming. Now, all these photos had been damaged by water, submerged in salt water, covered in bacteria, in sewage, sometimes even in oil, all of which over time is going to continue to damage them, so hand-cleaning them was a huge part of the project. We couldn't retouch the photo unless it was cleaned, dry and reclaimed. Now, we were lucky with our hand-cleaning. We had an amazing local woman who guided us. It's very easy to do more damage to those damaged photos. As my team leader Wynne once said, it's like doing a tattoo on someone. You don't get a chance to mess it up. The lady who brought us these photos was lucky, as far as the photos go. She had started hand-cleaning them herself and stopped when she realized she was doing more damage. She also had duplicates. Areas like her husband and her face, which otherwise would have been completely impossible to fix, we could just put them together in one good photo, and remake the whole photo. When she collected the photos from us, she shared a bit of her story with us. Her photos were found by her husband's colleagues at a local fire department in the debris a long way from where the home had once stood, and they'd recognized him. The day of the tsunami, he'd actually been in charge of making sure the tsunami gates were closed. He had to go towards the water as the sirens sounded. Her two little boys, not so little anymore, but her two boys were both at school, separate schools. One of them got caught up in the water. It took her a week to find them all again and find out that they had all survived. The day I gave her the photos also happened to be her youngest son's 14th birthday. For her, despite all of this, those photos were the perfect gift back to him, something he could look at again, something he remembered from before that wasn't still scarred from that day in March when absolutely everything else in his life had changed or been destroyed. After six months in Japan, 1,100 volunteers had passed through All Hands, hundreds of whom had helped us hand-clean over 135,000 photographs, the large majority â (Applause) â a large majority of which did actually find their home again, importantly. Over five hundred volunteers around the globe helped us get 90 families hundreds of photographs back, fully restored and retouched. During this time, we hadn't really spent more than about a thousand dollars in equipment and materials, most of which was printer inks. We take photos constantly. A photo is a reminder of someone or something, a place, a relationship, a loved one. They're our memory-keepers and our histories, the last thing we would grab and the first thing you'd go back to look for. That's all this project was about, about restoring those little bits of humanity, giving someone that connection back. When a photo like this can be returned to someone like this, it makes a huge difference in the lives of the person receiving it. The project's also made a big difference in the lives of the retouchers. For some of them, it's given them a connection to something bigger, giving something back, using their talents on something other than skinny models and perfect skin. I would like to conclude by reading an email I got from one of them, Cindy, the day I finally got back from Japan after six months. "As I worked, I couldn't help but think about the individuals and the stories represented in the images. One in particular, a photo of women of all ages, from grandmother to little girl, gathered around a baby, struck a chord, because a similar photo from my family, my grandmother and mother, myself, and newborn daughter, hangs on our wall. Across the globe, throughout the ages, our basic needs are just the same, aren't they?" Thank you. (Applause) (Applause)Hi, I'm John Green, this is Crash Course U.S. History, and today, we're going to talk about slavery, which is not funny. 0:06 Yeah, so we put a lei on the eagle to try and cheer you up, but let's face it, this is going to be depressing. 0:10 With slavery, every time you think, like, "Aw, it couldn't have been that bad," it turns out to have been much worse. 0:14 Mr. Green, Mr. Green! But what about â 0:15 Yeah, Me from the Past, I'm going to stop you right there, because you're going to embarrass yourself. Slavery was hugely important to America. 0:20 I mean, it led to a civil war and it also lasted what, at least in U.S. history, counts as a long-ass time, from 1619 to 1865. 0:29 And yes, I know there's a 1200-year-old church in your neighborhood in Denmark, but we're not talking about Denmark! 0:35 But slavery is most important because we still struggle with its legacy. 0:38 So, yes, today's episode will probably not be funny, but it will be important. 0:42 [Theme Music] North & South economic ties 0:51 So the slave-based economy in the South is sometimes characterized as having been separate from the Market Revolution, but that's not really the case. 0:57 Without southern cotton, the North wouldn't have been able to industrialize, at least not as quickly, because cotton textiles were one of the first industrially products. 1:04 And the most important commodity in world trade by the nineteenth century, and 3/4 of the world's cotton came from the American South. 1:11 And speaking of cotton, why has no one mentioned to me that my collar has been half popped this entire episode, like I'm trying to recreate the Flying Nun's hat. 1:18 And although there were increasingly fewer slaves in the North as northern states outlawed slavery, cotton shipments overseas made northern merchants rich. 1:26 Northern bankers financed the purchase of land for plantations. 1:29 Northern insurance companies insured slaves who were, after all, considered property, and very valuable property. 1:35 And in addition to turning cotton into cloth for sale overseas, northern manufacturers sold cloth back to the South, where it was used to clothe the very slaves who had cultivated it. 1:45 But certainly the most prominent effects of the slave-based economy were seen in the South. Slave-based agriculture in the South 1:49 The profitability of slaved-based agriculture, especially King Cotton, meant that the South would remain largely agricultural and rural. 1:56 Slave states were home to a few cities, like St. Louis and Baltimore, but with the exception of New Orleans, 2:00 almost all southern urbanization took place in the upper South, further away from the large cotton plantations. 2:06 And slave-based agriculture was so profitable that it siphoned money away from other economic endeavors. 2:11 Like, there was very little industry in the South. 2:13 It produced only 10% of the nation's manufactured goods. 2:16 And, as most of the capital was being plowed into the purchase of slaves, there was very little room for technological innovation, like, for instance, railroads. 2:23 This lack of industry and railroads would eventually make the South suck at the Civil War, thankfully. 2:27 In short, slavery dominated the South, shaping it both economically and culturally, and slavery wasn't a minor aspect of American society. Popular attitudes concerning slavery 2:35 By 1860, there were four million slaves in the U.S., and in the South, they made up one third of the total population. 2:42 Although in the popular imagination, most plantations were these sprawling affairs with hundreds of slaves, 2:47 in reality, the majority of slaveholders owned five or fewer slaves. 2:51 And, of course, most white people in the South owned no slaves at all, though, if they could afford to, they would sometimes rent slaves to help with their work. 2:57 These were the so-called yeoman farmers who lived self-sufficiently, raised their own food, and purchased very little in the Market Economy. 3:04 They worked the poorest land and, as a result, were mostly pretty poor themselves. 3:08 But even they largely supported slavery, partly, perhaps, for aspirational reasons, and partly because the racism inherent to the system gave even the poorest whites legal and social status. 3:18 And southern intellectuals worked hard to encourage these ideas of white solidarity and to make the case for slavery. 3:23 Many of the founders, a bunch of whom you'll remember, held slaves, saw slavery as a necessary evil. 3:29 Jefferson once wrote, quote, "As it is, we have the wolf by the ear, and we can neither hold him, nor safely let him go. 3:37 Justice is on one scale, and self-preservation in the other." 3:41 The belief that justice and self-preservation couldn't sit on the same side of the scale was really opposed to the American idea, 3:47 and, in the end, it would make the Civil War inevitable. 3:50 But as slavery became more entrenched in these ideas of liberty and political equality were embraced by more people, 3:55 some southerners began to make the case that slavery wasn't just a necessary evil. 3:59 They argued, for instance, that slaves benefited from slavery. 4:03 Because, you know, because their masters fed them and clothed them and took care of them in their old age. 4:07 You still hear this argument today, astonishingly. 4:09 In fact, you'll probably see asshats in the comments saying that in the comments. 4:12 I will remind you, it's not cursing if you are referring to an actual ass. 4:15 This paternalism allowed masters to see themselves as benevolent and to contrast their family-oriented slavery with the cold, mercenary Capitalism of the free-labor North. 4:26 So yeah, in the face of rising criticism of slavery, some southerners began to argue that the institution was actually good for the social order. 4:33 One of the best-known proponents of this view was John C. Calhoun, who, in 1837, said this in a speech on the Senate floor: 4:40 "I hold that, in the present state of civilization, 4:43 where two races of different origin and distinguished by color and other physical differences as well as intellectual, are brought together, 4:51 the relation now existing in the slave-holding states between the two is, instead of an evil, a good. A positive good." 4:59 Now, of course, John C. Calhoun was a fringe politician, and nobody took his views particularly seriously. 5:04 Stan: Well, he was Secretary of State from 1844 to 1845. 5:07 John: Well, I mean, who really cares about the Secretary of State, Stan? 5:10 Danica: Eh, he was also Secretary of War from 1817 to 1825. 5:13 John: All right, but we don't even have a Secretary of War anymore, so... 5:16 Meredith: And he was Vice President from 1825 to 1832. 5:19 John: Oh my god, were we insane?! 5:21 We were, of course, but we justified the insanity with Biblical passages and with the examples of the Greeks and Romans, 5:28 and with outright racism, arguing that black people were inherently inferior to whites. 5:33 And that not to keep them in slavery would upset the natural order of things. 5:37 A worldview popularized millennia ago by my nemesis, Aristotle. God, I hate Aristotle. 5:42 You know what defenders of Aristotle always say? 5:44 "He was the first person to identify dolphins." 5:47 Well, ok, dolphin identifier. 5:50 Yes, that is what he should be remembered for, but he's a terrible philosopher! Lives & experiences of enslaved people 5:53 Here's the truth about slavery: 5:55 It was coerced labor that relied upon intimidation and brutality and dehumanization. 6:00 And this wasn't just a cultural system, it was a legal one. 6:03 I mean, Louisiana law proclaimed that a slave "owes his master... a respect without bounds, and an absolute obedience." 6:09 The signal feature of slaves' lives was work. 6:12 I mean, conditions and tasks varied, but all slaves labored, usually from sunup to sundown, and almost always without any pay. 6:20 Most slaves worked in agriculture on plantations, and conditions were different, depending on which crops are grown. 6:25 Like, slaves on the rice plantations of South Carolina had terrible working conditions, 6:29 but they labored under the task system, which meant that once they had completed their allotted daily work, they would have time to do other things. 6:36 But lest you imagine this is like how we have work and leisure time, bear in mind that they were owned and treated as property. 6:42 On cotton plantations, most slaves worked in gangs, usually under the control of an overseer, or another slave who was called a "driver." 6:49 This was back-breaking work done in the southern sun and humidity, and so it's not surprising that whippings â or the threat of them â were often necessary to get slaves to work. 6:58 It's easy enough to talk about the brutality of slave discipline, but it can be difficult to internalize it. 7:03 Like, you look at these pictures, but because you've seen them over and over again, they don't have the power they once might have. 7:09 The pictures can tell a story about cruelty, but they don't necessarily communicate how arbitrary it all was. 7:14 As, for example, in this story, told by a woman who was a slave as a young girl: 7:18 "[The] overseer... went to my father one morning and said, "Bob, I'm gonna whip you this morning." 7:22 Daddy said, "I ain't done nothing," and he said, "I know it, I'm going to whip you to keep you from doing nothing," 7:28 and he hit him with that cowhide â you know it would cut the blood out of you with every lick if they hit you hard." 7:33 That brutality â the whippings, the brandings, the rape â was real, and it was intentional, because, in order for slavery to function, slaves had to be dehumanized. 7:43 This enabled slaveholders to rationalize what they were doing, and it was hoped to reduce slaves to the animal property that is implied by the term "chattel slavery." 7:51 So the idea was that slaveholders wouldn't think of their slaves as human, and slaves wouldn't think of themselves as human. 7:57 But it didn't work. Let's go to the Thought Bubble. 7:59 Slaves' resistance to their dehumanization took many forms, but the primary way was by forming families. Family, love, & religion of enslaved people 8:05 Family was a refuge for slaves and a source of dignity that masters recognized and sought to stifle. 8:10 A paternalistic slave owner named Bennet H. Barrow wrote in his rules for the Highland Plantation: 8:15 "No rule that I have stated is of more importance than that relating to Negroes marrying outside of the plantation... It creates a feeling of independence." 8:23 Most slaves did marry, usually for life, and, when possible, slaves grew up in two-parent households. 8:28 Single-parent households were common, though, as a result of one parent being sold. 8:32 In the upper South, where the economy was shifting from tobacco to different, less labor-intensive cash crops, the sale of slaves was common. 8:40 Perhaps one-third of slave marriages in states like Virginia were broken up by sale. 8:45 Religion was also an important part of life in slavery. 8:47 While masters wanted their slaves to learn the parts of the Bible that talked about being happy in bondage, 8:52 slave worship tended to focus on the stories of Exodus, where Moses brought the slaves out of bondage, 8:57 or Biblical heroes, who overcame great odds, like Daniel and David. 9:01 And, although most slaves were forbidden to learn to read and write, many did anyway. And some became preachers. 9:07 Slave preachers were often very charismatic leaders, and they roused the suspicion of slave owners, and not without reason. 9:13 Two of the most important slave uprisings in the South were led by preachers. 9:16 Thanks, Thought Bubble. 9:17 Oh, it's time for the Mystery Document? Mystery Document 9:19 We're doing two set pieces in a row? All right. [buzzing noise] [music] 9:24 The rules here are simple. 9:26 I wanted to re-shoot that, but Stan said no. 9:29 I guess the author of the Mystery Document. 9:30 If I am wrong, I get shocked with the shock pen. 9:33 "Since I have been in the Queen's dominions I have been well contented, yes well contented for sure, man is as God intended he should be. 9:40 That is, all are born free and equal. 9:43 This is a wholesome law, not like the southern laws which puts man made in the image of God on level with brutes. 9:49 O, what will become of the people, and where will they stand in the day of judgment. 9:53 Would that the 5th verse of the 3rd chapter of Malachi were written as with a bar of iron, 9:59 and the point of a diamond upon every oppressor's heart that they might repent of this evil, and let the oppressed go free..." 10:06 All right, it's definitely a preacher, because only preachers have read Malachi. 10:10 Probably African American, probably not someone from the South. 10:13 I'm going to guess that it is Richard Allen, the founder of the African Methodist Episcopal Church? 10:18 [buzzing noise] DAAAH, DANG IT! 10:19 It's Joseph Taper, and Stan just pointed out to me that I should have known it was Joseph Taper because it starts out, 10:24 "Since I have been in the Queen's dominions..." 10:27 He was in Canada. He escaped slavery to Canada. The Queen's dominions! 10:31 All right, Canadians, I blame you for this, although, thank you for abolishing slavery decades before we did. 10:36 [electric sounds] AHHH! How people resisted & escaped slavery 10:37 So, the Mystery Document shows one of the primary ways that slaves resisted their oppression: by running away. 10:42 Although some slaves like Joseph Taper escaped for good by running away to northern free states, 10:47 or even to Canada, where they wouldn't have to worry about fugitive slave laws, even more slaves ran away temporarily, hiding out in the woods or the swamps, and eventually returning. 10:55 No one knows exactly how many slaves escaped to freedom, but the best estimate is that a thousand or so a year made the journey northward. 11:01 Most fugitive slaves were young men, but the most famous runaway has been hanging out behind me all day long: Harriet Tubman. 11:07 Harriet Tubman escaped to Philadelphia at the age of 29, and over the course of her life, she made about 20 trips back to Maryland to help friends and relatives make the journey north on the Underground Railroad. 11:17 But a more dramatic form of resistance to slavery was actual, armed rebellion, which was attempted. 11:22 Now, individuals sometimes took matters into their own hands and beat or even killed their white overseers or masters. 11:27 Like Bob, the guy who received the arbitrary beating, responded to it by killing his overseer with a hoe. 11:33 But that said, large-scale slave uprisings were relatively rare. 11:36 The four most famous ones all took place in a 35-year period at the beginning of the 19th century. Slave rebellions 11:41 Gabriel's Rebellion in 1800 â which we've talked about before â was discovered before he was able to carry out his plot. 11:45 Then, in 1811, a group of slaves upriver from New Orleans seized cane, knives, and guns, and marched on the city before militia stopped them. 11:52 And in 1822, Denmark Vesey, a former slave who had purchased his freedom, may have organized a plot to destroy Charleston, South Carolina. 11:59 I say "may have" because the evidence against him is disputed and comes from a trial that was not fair. 12:05 But regardless, the end result of that trial was that he was executed, as were 34 slaves. Nat Turner's Rebellion 12:09 But the most successful slave rebellion, at least in the sense that they actually killed some people, was Nat Turner's in August 1831. 12:15 Turner was a preacher, and with a group of about 80 slaves, he marched from farm to farm in South Hampton County, Virginia, 12:21 killing the inhabitants, most of whom were women and children, because the men were attending a religious revival meeting in North Carolina. 12:27 Turner and 17 other rebels were captured and executed, but not before they struck terror into the hearts of whites all across the American South. 12:34 Virginia's response was to make slavery worse, passing even harsher laws that forbade slaves from preaching, and prohibited teaching them to read. 12:42 Other slave states followed Virginia's lead and, by the 1830s, slavery had grown, if anything, more harsh. 12:47 So, this shows that large-scaled armed resistance was â Django Unchained aside â not just suicidal, but also a threat to loved ones and, really, to all slaves. How enslaved people resisted their oppression & why it matters 12:55 But, it is hugely important to emphasize that slaves did resist their oppression. 12:59 Sometimes this meant taking up arms, but usually it meant more subtle forms of resistance, 13:03 like intentional work slowdowns or sabotaging equipment, or pretending not to understand instructions. 13:08 And, most importantly, in the face of systematic legal and cultural degradation, they re-affirmed their humanity through family and through faith. 13:16 Why is this so important? 13:17 Because too often in America, we still talk about slaves as if they failed to rise up, 13:21 when, in fact, rising up would not have made life better for them or for their families. 13:26 The truth is, sometimes carving out an identity as a human being in a social order that is constantly seeking to dehumanize you, is the most powerful form of resistance. 13:34 Refusing to become the chattel that their masters believed them to be is what made slavery untenable and the Civil War inevitable, so make no mistake, slaves fought back. 13:45 And in the end, they won. I'll see you next week. Credits 13:48 Crash Course is produced and directed by Stan Muller. 13:50 The script supervisor is Meredith Danko. 13:52 Our associate producer is Danica Johnson. 13:54 The show is written by my high school history teacher Raoul Meyer and myself. 13:57 And our graphics team is Thought Cafe. 13:58 Every week, there's a new caption to the Libertage, but today's episode was so sad that we couldn't fit a Libertage in... 14:04 UNTIL NOW! [Libertage Rock Music] 14:08 Suggest Libertage caption in comments, where you can also ask questions about today's video that will be answered by our team of historians. 14:13 Thanks for watching Crash Course, and as we say in my home town, don't forget to be abolitionist.